以提升日語簡報能力為目標的協同教學之實踐及其成效─電腦課程與會話課程的統合

The Practice of Team Teaching to Improve the Usage of Japanese Language in Presentation -Integration of Computer Class and Conversation Class

吳明穗(Ming-Sui Wu) ； 川合理恵(Rie Kawai)

《銘傳日本語教育》 16期 (2013/10) Pp. 64-88

摘要

資訊化社會的今天，使用Power Point進行簡報已經非常普遍。日語教育方面，也希望能培養學生有效使用Power Point進行簡報發表的能力。日語簡報能力訓練的流程包括簡報的企劃、資料的收集、簡報內容的安排、投影片的製作、最後是以日語進行簡報的發表。之前本系有關這方面的訓練幾乎都在日語會話或是電腦課程分別獨立進行。會話課程受限於教師的專業、時間及教室設備，著重在發表內容及說話技巧的指導，對於資料的收集及投影片的製作難以給予指導。而電腦課程雖然指導學生如何收集資料、製作成投影片，卻難以讓學生在課堂上實際發表並給予專業的指導。筆者們為解決上述難題，透過課程設計統合兩個不同領域的課程進行協同教學。本稿介紹這個教學實踐的過程，並透過學生的問卷調查考察其成效及問題。

關鍵字

協同教學 ； 簡報 ； 電腦課 ； 會話課 ； 課程設計

並列摘要

In today's information-dependent society, PowerPoint presentations are quite common. Moreover, in the Japanese Art Education, it is recommended that students improve their presentation skills and learn to use the PowerPoint effectively. In the Japanese Presentation Capability Training, students are taught how to plan presentations, collect information, organize content, create projections, and make presentations in Japanese. This training was taught in two separate classes: a Japanese Conversation class and a Computer class. However, the respective teachers' lack of skill in both subjects, conflicts in class scheduling, and the shortage of classroom equipment were all setbacks in student proficiency. Conversation teachers, unable to show students how to collect information or create projections, focused only on presentation contents and skills. Inversely, computer teachers directed students to research and gather information as well as create projections, but could not improve the students' presentation skills. To solve this problem, the authors collaborated between two fields of classes and designed an innovative class. This proposal introduces the practice of team teaching and analyzes the results of questionnaires collected from the students who took the combined course.

並列關鍵字

team teaching ； presentation ； computerclass ； conversation class ； class design

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